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2 Child Care & Development - 2 Rutherford High School Rutherford, NJ Child Care & Development Spring INTRODUCTION/OVERVIEW/PHILOSOPHY This is a semester course designed to help the student understand how a child grows and develops during the prenatal, infant, toddler and preschool periods. In addition, the course will take a look at the impact children have on the parent(s), starting with pregnancy, the birthing process, and continuing with the infant, toddler and preschool stages. Subject matter is designed to help adolescents determine their own values and goals regarding parenthood. It is hoped that a better understanding of children and their development will make the student a more responsible parent in the future. Emphasis will be placed on strengthening family values, improving communication and learning ways to resolve conflict in a constructive manner in order to create a positive home environment. Lastly, since there is a great need for professionals in the area of childcare and development, an emphasis is placed on the preschool age, as students will learn to observe, plan lessons and teach children ages three to five. The student will be given the opportunity to explore numerous careers working with young children.

3 Child Care & Development OBJECTVES A. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR 21 st CENTURY LIFE AND CAREERS AND TECHNOLOGY For a complete copy of the 21 st Century Life and Careers as well as Technology, please visit the following website: THE 12 CAREER READY PRACTICES These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. STANDARD 9.1 PERSONAL FINANCIAL LITERACY: This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers. STANDARD 9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION: This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements. STANDARD 9.3 CAREER AND TECHNICAL EDUCATION: This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.

4 Child Care & Development - 4 TECHNOLOGY STANDARD 8.1 TECHNOLOGY: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge B. COURSE OUTLINE All standards cited in course outline are through Grade 12. High School students meet for one semester, five days a week. Preschool children attend three days a week, beginning four weeks after the start of each semester. 1) The Preschool Child Physical development Emotional development Social development Cognitive development 2) Play Definition of play Types of play Stages of play Values of play 3) The Preschool Preschool programs Areas of learning in the preschool o Art o Music & movement o Water play o Sand play o Block building o Cooking o Free play o Dramatic play o Literature o Gross motor activities o Fine motor activities o Science activities o Learning activities (numbers, colors, shapes, size, etc.)

7 Child Care & Development METHODS OF ASSESSMENT Student Assessment The teacher will provide a variety of assessments during the course of the year, including: o Tests & quizzes o Observation journal checks o Preschool lesson plan design & execution o Infant simulator project o Bulletin board design o Homework assignments o Notebook checks o Classwork o Final exam Curriculum/Teacher Assessment There will be an ongoing self and department assessment to determine the effectiveness of all aspects of the Child Care program, including: o Teacher/departmental meetings o Teacher observations o Completed projects o Self evaluations/pdp o Supervisor evaluations o Suggestions for changes to supervisor 5. GROUPING There are no prerequisites for this course. This elective course is for grades 11 and ARTICULATION/SCOPE AND SEQUENCE/TIME FRAME This course meets five days a week over the course of one school semester. It is open to students in grades 11 & 12.

8 Child Care & Development RESOURCES Guest speakers Field trips Internet web sites Parenting Magazine Weekly Reader The Developing Child by Holly Brisbane. Glencoe McGraw Hill Company, METHODOLOGIES The following methods of instruction will be incorporated into the daily class activities: Lecture/discussion through PowerPoint presentations Video / DVD presentations Child care laboratory assignments Class work Group discussion Homework Presentations / demonstrations Computer lab and computer assignments Worksheets 9. SUGGESTED ACTIVITIES The instructor will include a variety of activities for learning such as worksheets, class assignments, oral presentations, web research assignments & demonstrations. 10. DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

9 Child Care & Development - 9 Examples of Strategies and Practices that Support: Students with Disabilities Use of visual and multi-sensory formats Use of assisted technology Use of prompts Modification of content and student products Testing accommodations Authentic assessments Gifted & Talented Students Adjusting the pace of lessons Curriculum compacting Inquiry-based instruction Independent study Higher-order thinking skills Interest-based content Student-driven Real-world problems and scenarios English Language Learners Pre-teaching of vocabulary and concepts Visual learning, including graphic organizers Use of cognates to increase comprehension Teacher modeling Pairing students with beginning English language skills with students who have more advanced English language skills Scaffolding o word walls o sentence frames o think-pair-share o cooperative learning groups o teacher think-alouds 11. INTERDISCIPLINARY CONNECTIONS This course requires the use of many educational disciplines. Reading and writing skills are used in the completion of journal entries, journal summaries and career reports. Health, science, and math are covered in lessons pertaining to prenatal and early child development. Social studies and culture are covered when discussing educational theory and theorists,

10 Child Care & Development - 10 along with various studies of childhood throughout the world. Students also participate in the planning of preschool lessons where they cover all disciplines on an elementary level. Appropriate and competent use of relevant websites and digital software and equipment Recording student performances/projects using appropriate audio, video, and /or photographic means to facilitate classroom critique of student growth and progress Presentation and exploration of related career possibilities Working in teams to create group based learning activities and projects CRP1 Application of skills learned in class to project based activities CRP2 Emphasis on importance of proper nutrition for student learning CRP3 12. PROFESSIONAL DEVELOPMENT As per the PDP/100 hour statement, the teacher will continue to improve expertise through participation in a variety of professional development opportunities.

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